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RESEARCH PAPER
A Case Study of Children’s Interaction Types and Learning Motivation in Small Group Project-Based Learning Activities in a Mathematics Classroom
1
Department of Elementary Education, Ewha Womans University, SOUTH KOREA
Publication date: 2021-12-12
EURASIA J. Math., Sci Tech. Ed 2021;17(12):em2051
KEYWORDS
ABSTRACT
As collaborative problem-solving skills are increasing in importance, Project-Based Learning (PBL)
is being implemented in various ways, but the results differ depending on the participants. This
study shows that the results of PBL depend on student interaction type and learning motivation.
The difference in the levels of interaction and learning motivation between two groups of students
utilizing different discussion processes was qualitatively explored. The participants in this study
consisted of 8 students in the 6th grade of elementary school, and the intervention was conducted
over the course of 10 lessons. The group for which the leader arbitrarily resolved conflicts had a
type of inactive interaction and the level of motivation for learning was outside of the acceptable
range compared to the group that took part in a democratic discussion. As the project progressed,
it changed to a type of inactive interaction. Thus, the results suggest that the roles of individuals
in a group should be adjusted to account for to the characteristics of PBL and the structure of the
task; furthermore, an inquiry into how learning motivation changes according to social
interactions with others should be conducted.
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